In this ongoing Weekly Reading Comprehension for Wacky Readers class, students will listen to a book a book, read aloud by the teacher. Comprehension skills will be reviewed through questioning as we read.  Good readers use prior knowledge, make predictions, summarize, question, infer, visualize, and make inferences.  It is important for children to be able to comprehend what they read--but HOW does that happen?  Students must apply literal, inferential, and evaluative skills to answer who, what, when, where, why, and how questions based on the text.  In this class, we will practice answering the 5 W's + H (how), sequencing, and predicting, and students will review new vocabulary, make predictions, and make connections while reading each story.

Building good language arts skills includes building good communication skills.  After we read the story, students will be given time to share a story about their own pet!  Through natural conversation, students can ask their friends questions about their pet stories, using what they have learned about  5 W's (who, what, when, where why) and H (how).  The teacher will facilitate interactions and prompt students as necessary with reciprocal communication.  This can be intimidating for some students, and the purpose of inviting our pets is to give students confidence and support from their furry friends!

During the 45 minute class:
• Students will be welcomed to class.  We will quickly review the class rules, our learning goals, and writing prompts together as a class.  
• Students will hear a short story.  Students will review comprehension skills as I ask questions.  We will specifically pay close to characterization and problem/solution.
• Students should raise their hand to volunteer, or the teacher will ask if they would like to share.  The teacher will facilitate student interactions and story telling.  Sharing is optional but encouraged.  
• If there is additional time left in class, students may volunteer to share another tale!
• I will review elements from our story and answer any questions prior to dismissing the class.  

Instruction Sequence:
Class 1 Week of January 1:  <Corduroy by Don Freeman>  Character development and problem/solution 
Class 2 Week of January 8:  <Born Yesterday: The Diary of a Young Journalist by James Solheim> Character and plot development
Class 3 Week of January 15: <Strega Nona's Harvest by Tomie dePaola>  Character development and problem/solution
Class 4:Week of January 22: <Giraffes Can't Dance by Giles Andreae> Character development and setting
Class 5: Week of January 29: <The Musicians of Brenan retold by Ben Cruise>  Character and plot development
Class 6 Week of February 5: <The Gardener by Sarah Stewart>  Character development and problem/solution 
Class 7 Week of February 12: <The Three Little Wolves and the Big Bad Pig by Eugene Trivizas> Character and plot development
Class 8: Week of February 19: <My Great Aunt Arizona by Gloria Houston> Character development and problem/solution
Class 9: Week of February 26: <What's the Big Idea, Molly? by Valeri Gorbachev> Character development and setting
Class 10: Week of March 5: <Ira Says Goodbye by Bernard Waber> character and plot development
Class 11: Week of March 12: <The Leprechaun in the Basement by Kathy Tucker> rainbow spectrum and St. Patrick's Day
Class 12: Week of March 19: <Rumpelstiltskin by Seymour Leichman>  character and plot development
Class 13: Week of March 26: <Bad Day at Riverbend by Chris Van Allsburg> prediction and plot development
Class 14: Week of April 2: by <Chrysanthemum by Kevin Henkes> character and plot development
Class 15:  Week of April 9 <My Lucky Day by Keiko Kasza>  character and plot development
Class 16:  Week of April 16 <Where Teddy Bears Come From by Mark Burgess>  character and plot development
Class 17:  Week of April 23 <Cinder Edna by Ellen Jackson> comparing and contrasting
Class 18:  Week of April 30 <Wilfred Gordon McDonald Partridge by Mem Fox> comparing and contrasting
Class 19:  Week of May 7 <The Extraordinary Mark Twain According to Susy by Barbara Kerley> characteristics of a biography
Class 20: Week of May 14 <Stephanie's Ponytail by Robert Munsch> cause and effect
Class 21: Week of May 21 <Prairie Day adapted from Laura Ingalls Wilder> characteristics of a biography
Class 22: Week of May 28 <The Legend of the Indian Paintbrush by Tommy dePaola> characteristics of a legend
Class 23: Week of June 4 <The Legend of the Bluebonnet by Tommy dePaola> characteristics of a legend
Class 24: Week of June 11 <Dog vs. Cat by Chris Gall> conflict in literature
Class 25: Week of June 18 <Make Way for Ducklings by Robert McCloskey> personification
Class 26:  Week of June 25 <Stone Soup by Marcia Brown> conflict in literature
Class 1 Week of July 2:  <Corduroy by Don Freeman>  Character development and problem/solution 
Class 2 Week of July 9:  <Born Yesterday: The Diary of a Young Journalist by James Solheim> Character and plot development
Class 3 Week of July 16: <Strega Nona's Harvest by Tomie dePaola>  Character development and problem/solution
Class 4:Week of July 23: <Giraffes Can't Dance by Giles Andreae> Character development and setting
Class 5: Week of July 30: <The Musicians of Brenan retold by Ben Cruise>  Character and plot development
Class 6 Week of August 6: <The Gardener by Sarah Stewart>  Character development and problem/solution 
Class 7 Week of August 13: <The Three Little Wolves and the Big Bad Pig by Eugene Trivizas> Character and plot development
Class 8: Week of August 20: <My Great Aunt Arizona by Gloria Houston> Character development and problem/solution
Class 9: Week of August 27: <What's the Big Idea, Molly? by Valeri Gorbachev> Character development and setting
Class 10: Week of September 3: <Ira Says Goodbye by Bernard Waber> character and plot development
Class 11: Week of September 10: <The Leprechaun in the Basement by Kathy Tucker> rainbow spectrum and St. Patrick's Day
Class 12: Week of September 17: <Rumpelstiltskin by Paul O. Zelinsky>  character and plot development
Class 13: Week of September 24: <Bad Day at Riverbend by Chris Van Allsburg> prediction and plot development
Class 14: Week of October 1: by <Chrysanthemum by Kevin Henkes> character and plot development
Class 15:  Week of August 27 <My Lucky Day by Keiko Kasza>  character and plot development
Class 16:  Week of September 3 <Where Teddy Bears Come From by Mark Burgess>  character and plot development
Class 17:  Week of September 10 <Cinder Edna by Ellen Jackson> comparing and contrasting
Class 18:  Week of September 17 <Wilfred Gordon McDonald Partridge by Mem Fox> comparing and contrasting
Class 19:  Week of September 24 <The Extraordinary Mark Twain According to Susy by Barbara Kerley> qualities of a biography
Class 20: Week of October 1 <Stephanie's Ponytail by Robert Munsch> cause and effect
Class 21: Week of October 8 <Prairie Day adapted from Laura Ingalls Wilder> characteristics of a biography
Class 22: Week of October 15 <The Legend of the Indian Paintbrush by Tommy dePaola> characteristics of a legend
Class 23: Week of October 22 <The Legend of the Bluebonnet by Tommy dePaola> characteristics of a legend
Class 24: Week of October 29 <Dog vs. Cat by Chris Gall> conflict in literature
Class 25: Week of November 5 <Make Way for Ducklings by Robert McCloskey> personification
Class 26:  Week of November 12 <Stone Soup by Marcia Brown> conflict in literature
Class 27:  Week of November 19 <The Tale of Pip and Squeak by Kate Duke> conflict resolution
Class 28: Week of November 26 <Going West by Laura Ingalls Wilder> historical fiction

(NOTE:  Children learn vocabulary, sequencing, and prediction skills through repetition of stories.  If you feel your child would benefit from hearing the story again, I would love to have them join me in additional sections of the class!)